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- Björklund, Camilla, 1977, et al.
(författare)
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Implementing a structural approach in preschool number activities. Principles of an intervention program reflected in learning
- 2021
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Ingår i: Mathematical Thinking and Learning. - : Informa UK Limited. - 1098-6065 .- 1532-7833. ; 23:1, s. 72-94
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Tidskriftsartikel (refereegranskat)abstract
- We report here on an intervention implementing a structural approach to arithmetic problem-solving in relation to learning outcomes among preschoolers. Using the fundamental principles of the variation theory of learning for developing the intervention and as an analytical framework, we discuss teaching and learning in commensurable terms. The research question is how teaching grounded on a structural approach and designed based on principles of variation theory is reflected in children’s learning of numbers. To answer this, three analyses were conducted, addressing: i) how the children’s ways of experiencing numbers changed after participating in the intervention, ii) how the theoretical ideas were afforded in the intervention program, and iii) synthesizing how the affordance was associated with the children’s arithmetic learning. One group of eight children participating in the intervention program was chosen for thorough analysis. Progression was observed in how the children changed their ways of experiencing numbers during the intervention that allowed them to enact more advanced arithmetic strategies, which was associated with the structural approach in teaching. The results also show how analysis focusing on aspects discerned in learning and aspects afforded in teaching provides a way of describing arithmetic learning with significant implications for teaching practices.
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- Björklund, Camilla, 1977, et al.
(författare)
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Preschool class students’ discernment of number structure in a spatial pattern.
- 2024
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Ingår i: In Häggström, J., Kilhamn, C., Mattsson, L., Palmér, H., Perez, M., Pettersson. K., Röj-Lindberg, A.-S. & Teledahl, A. (Eds.), Mediating mathematics. Proceedings of MADIF14 (pp. 85–96).. - : SMDF.
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Konferensbidrag (refereegranskat)
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| 5. |
- Björklund, Camilla, 1977, et al.
(författare)
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Strategies informed by various ways of experiencing number relations in subtraction tasks
- 2022
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Ingår i: Journal of Mathematical Behavior. - : Elsevier BV. - 0732-3123 .- 1873-8028. ; 67
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this paper is to develop greater understanding of how the way students experience a task is related to which, and how, number relations are discerned. We study how 42 Grade 1 students solved a word problem in a number range that was new to them: 32–25 = __. The variation theory of learning has informed our analysis, opening for thorough analyses of what constitutes differences in the students’ acts in solving the arithmetic word problem and how they experience the task. Observations of their strategies and ways of reasoning revealed that how the students discern the semantic structure and number relations relates to their ways of encountering the task and consequently their success in solving it. The study offers a complementary approach to understanding arithmetic skills that contribute knowledge as to why some students develop powerful ways of solving arithmetic tasks while others get stuck in cumbersome strategies.
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| 8. |
- Hoban, Deirdre B, et al.
(författare)
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Impact of α-synuclein pathology on transplanted hESC-derived dopaminergic neurons in a humanized α-synuclein rat model of PD
- 2020
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Ingår i: Proceedings of the National Academy of Sciences of the United States of America. - : Proceedings of the National Academy of Sciences. - 1091-6490. ; 117:26, s. 15209-15220
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Tidskriftsartikel (refereegranskat)abstract
- Preclinical assessment of the therapeutic potential of dopamine (DA) neuron replacement in Parkinson's disease (PD) has primarily been performed in the 6-hydroxydopamine toxin model. While this is a good model to assess graft function, it does not reflect the pathological features or progressive nature of the disease. In this study, we establish a humanized transplantation model of PD that better recapitulates the main disease features, obtained by coinjection of preformed human α-synuclein (α-syn) fibrils and adeno-associated virus (AAV) expressing human wild-type α-syn unilaterally into the rat substantia nigra (SN). This model gives rise to DA neuron dysfunction and progressive loss of DA neurons from the SN and terminals in the striatum, accompanied by extensive α-syn pathology and a prominent inflammatory response, making it an interesting and relevant model in which to examine long-term function and integrity of transplanted neurons in a PD-like brain. We transplanted DA neurons derived from human embryonic stem cells (hESCs) into the striatum and assessed their survival, growth, and function over 6 to 18 wk. We show that the transplanted cells, even in the presence of ongoing pathology, are capable of innervating the DA-depleted striatum. However, on closer examination of the grafts, we found evidence of α-syn pathology in the form of inclusions of phosphorylated α-syn in a small fraction of the grafted DA neurons, indicating host-to-graft transfer of α-syn pathology, a phenomenon that has previously been observed in PD patients receiving fetal tissue grafts but has not been possible to demonstrate and study in toxin-based animal models.
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| 9. |
- Kullberg, Angelika, et al.
(författare)
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Afforded and experienced variation
- 2021
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Ingår i: The Earli Sig 9 Conference, 10-11 February 2021. ; , s. 20-20
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Konferensbidrag (refereegranskat)abstract
- The use of variation theory as a tool for designing lessons has been widely applied and received a lot of attention e.g. in mathematics education. More limited attention has been given to the use of variation theory as a means to analyze teaching and learning. This theoretical paper addresses the connection between the afforded and experienced variation when analyzing teaching and learning with a variation theory framework. Variation theory is in this case used as a tool for analyzing the relationship between teaching and learning, exploring the enacted, and lived object of learning. The connection between what is afforded in teaching and what students learn, can in this way be described in commensurable terms. With examples from a study about students’ learning of number relations in mathematics in first grade, we highlight this connection by illustrating differences identified in the teachers enactment of the same task, and what the students’ learned.
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| 10. |
- Kullberg, Angelika, 1969, et al.
(författare)
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Effects of learning addition and subtraction in preschool by making the first ten numbers and their relations visible with finger patterns
- 2020
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Ingår i: Educational Studies in Mathematics. - : Springer. - 0013-1954 .- 1573-0816. ; 103:2, s. 157-172
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Tidskriftsartikel (refereegranskat)abstract
- In this paper, we report how 5-year-olds’ arithmetic skills developed through participation in an 8-month-long intervention. The intervention program aimed to enhance the children’s ways of experiencing numbers’ part-part-whole relations as a basis for arithmetic skills and was built on principles from the variation theory of learning. The report is based on an analysis of assessments with 103 children (intervention group n = 65 and control group n = 38) before and after the intervention and a follow-up assessment 1 year after the intervention. Our findings show that the learning outcomes of the intervention group were significantly higher compared to those of the control group after the intervention and that differences between the groups remained even 1 year after the intervention. In particular, the results show that children participating in the intervention group learned to recognize and use part-part-whole relations in novel arithmetic tasks.
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